EFYE, June 2014 Jenni Murray and Abby Shovlin University of Edinburgh Session Aims Introduction to Edinburgh’s new Induction Team and our aims and over-arching strategy Reflection activity one: Characteristics of a good Induction Sharing Edinburgh best practice Spotlight on Academic Induction Reflection activity two: Review and reflect on current Induction practice in your school/programme (reflective pathways tool) Take away ‘can dos’ Edinburgh’s New Induction Team Two Induction Coordinators: Jenni Murray and Kristin Hunger One Academic Induction Coordinator: Abby Shovlin Part of Edinburgh Student Experience Project: to understand, develop and enrich the student experience at Edinburgh Induction model: (i)holistic, based on Whittaker’s (2008) 4 spheres of induction: administrative, academic, personal and social and geographic (ii) longitudinal and student-centred Edinburgh’s New Induction Team Challenges (academic) buy in for a new team and a new approach Large devolved, silo based, research institution Resources, budget, timing, staffing and resistance to change Our approach to coordination: Participatory (staff and students), cross-institution, partnership based, evidence based (quantitative and qualitative), iterative (framework writing consultations), celebratory (Gearing Up) Edinburgh’s New Induction Team Round Table Approach Academic e.g. Personal Tutor Administrative Support e.g. Student Support Officers e.g. Matriculation Team Student Central Units Information Services e.g. library e.g. Student Recruitment and Admissions EUSA Reflection Activity One Induction/Orientation/Transition : what is it and what does it look like? 3 words to describe a good induction: STUDENT EXPERIENCE PROJECT Student Surveys Unit, Student Communications, Impact and Evaluation, Peer Support, Web Team, Applicant Experience, PCIM and more… UoE, 3 Colleges: 22 Schools STRATEGY GROUP INDUCTION TEAM IAD EUSA INDUCTION COORDINATION GROUP INDUCTION SUBGROUPS INTERNATIONAL SUBGROUP Evidence gathering and dissemination New Student Surveys ESES (Edinburgh Student Experience Survey) Learner Journeys: Through Your Eyes Focus groups Building forums for sharing and gathering feedback Staff surveys EDINBURGH INDUCTION FRAMEWORK Staff Engagement: Gearing up for Induction New Approaches Extended January Induction PGR Cohort Inductions Extended Transition Programme for students with Aspergers School pilots Spotlight on Academic Induction Aims Pre-arrival & induction as a golden opportunity To pro-actively: Tackle ‘gap’ between expectations of HE and reality Engage students Set ground rules Build strong independent learner identities Foster sense of belonging Facilitate peer bonding Activity Based Induction Theory Reduce ‘information overload’¹ as transition should be viewed “not so much as a time for giving students information, but [as] rather focus[ing] on developing their capacity to engage” ² Reduce time spent as a ‘passive’ learner ‘absorbing’ information³ Build pre-arrival and Induction programmes that allow students to sample and become familiar with learning activities ⁴ Foster student engagement/commitment by involving alumni/ recent graduates/ current students in Induction activities “So, if I’m told something I can forget. If I’m taught something I can remember, it but if I’m involved in something then I can understand it. Would be what I would say” (P8, ‘Through Your Eyes’) 1.Edwards, 2011, Harvey & Drew 2006 2. Thomas, 2012 3. University of Bradford New Student Induction Guide 4. ibid Enhanced Academic Induction Edinburgh best practice examples Divinity pilot Small group subject specific activity based induction Student Panel Maths Consultation to build community in UG degrees and proactively tackle transition issues when studying maths at uni vs. school Work with SLO to design Welcome Talk + with maths challenge Childhood Practice EAI Study skills consultation with currents students Custom made Academic Induction for new students Linked up with College (direct entrants) Health in Social Science New UG programme Pre arrival reading Welcome Talk + Reflect and review Reflective pathways model for Induction planning Closed Student ? Existing Skills ? Knowledge ? Expectations Information transmission Institution centred Before ‘real’ learning begins Passive ‘participants’ Fixed, singular and finite Open Student centred Open, extended and ongoing Part of ‘real’ learning Activity based Two way dialogue Space for identity formation and clear path for growth What we expect from students Participation Engagement Motivation Critical Thinking Reflection Originality Progress and growth Ownership and independence Academic good conduct Peer bonding/group work Thank you for taking part in this workshop. Please do get in touch with us via: [email protected] if you have any further questions.